Preliminary Efficacy of Adapted Responsive Teaching for Infants at Risk of Autism Spectrum Disorder in a Community Sample

Table 5

Effect sizes from linear and multiphase growth models with statistically significant outcomes.

	Effect size^2
	Linear	Multiphase
	Difference at Time 3	Difference at Time 2	Difference at Time 3
MBRS Directive Scale Score	−0.642	−1.379	−0.356
CSBS Caregiver Questionnaire Total Standard Score^1	2.022	NA	NA
MSEL Receptive Language Score^1	0.876	0.704	0.678
SEQ Hyperresponsiveness Scale Mean Score^1	1.441	0.470	1.194
SEQ Hyporesponsiveness Scale Mean Score	−1.187	−1.684	−0.877
Vineland Expressive Communication -scale Score	0.701	0.940	0.376
Vineland Receptive Communication -scale Score	0.972	1.514	0.650
Vineland Socialization Standard Score	1.968	1.852	1.708

Linear model provided better fit than multi-phase.
²Effect sizes: low (<0.30), medium (0.30–0.60), and high >0.60 (Cohen, 1988 [21]).
Bold font indicates effects that were statistically significant.